Abstract:

The competence-based approach adopted in Russian higher education involves the formation of the competencies of future Bachelors of education. This article is based on the idea of the relationship between the project-oriented approach and the formation of the competencies in prospective mathematics teachers. The project activity of students, as the closest to their future professional activity, ensures the formation of their competencies. The purpose of this article is to show that the project-oriented approach to the training of prospective mathematics teachers allows not only to form competencies, but also to diagnose their formation level. Along with it, diagnostics of competence formation will allow regulating and correcting the organization of students' project activities. The article shows how the competencies specified in the federal state educational standard of higher education are concretized within the framework of a project-oriented approach to teaching students. The article describes experimental research work to diagnose the formation of students' competencies in the process of their work on projects. To assess the reliability of the results of competence diagnostics within the framework of the project-oriented approach, its results were compared with expert assessments of competencies obtained during theoretical training. Statistical processing of the results showed a strong correlation between the results of diagnostics of the formed competencies in the students' project activities and the results of traditional diagnostics and confirmed the possibility of adequately diagnosing competencies based on the project-oriented approach. The research materials can be used in pedagogical universities in the practice of training prospective mathematics teachers to measure the formation level of their competencies.

Keywords:

Diagnostics, project-oriented approach, competencies, training of teachers of mathematics, project activity.